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Te Puni Kökiri (Ministry of Mäori Development) means a group moving forward together.
KOHINGA KöRERO: C A S E S T U D Y : 0 0 7 – 2 0 11
Downer EDI Works Teamworks Programme
Poutü te rangi March 2011
This case study highlights a workforce literacy and numeracy initiative
identified as achieving positive outcomes for Mäori. The programme
operates nationally in 28 branches.
“Mäori concepts and values underpin practice work.”
Provider: Downer EDI Works TeamWorks course.
In total, Te Puni Kökiri undertook four case
studies of workforce literacy and numeracy
initiatives. These case studies were undertaken
between March and June 2008, and were
current at that date.
The case study provides practical illustrations
of good practice features that relate to:
• Programme design;
• Programme delivery; and
• Programme results.
PROGRAMME DESIGN
Consideration of Mäori Needs and Aspirations
As a result of Te Puni Kökiri’s case study
interviews, the training provider has plans
to instigate facilitator training around
how to maximise the potential of Mäori
employees. This is likely to add value to
future training opportunities.
Consideration of Barriers to Access by Mäori
Eight-hundred front-line supervisors and
crew level staff were selected by Downer
EDI Works branch managers – on the basis
of suitable leadership material, as well as
the potential to improve their literacy and
communication skills.
Mäori participants were motivated to enrol
in the programme for a variety of reasons,
including the desire to be able to have the
confidence to discuss problems with their
manager, wanting to get more involved with
company decision making and having the
confidence to put forward ideas in meetings.
Others did the course because they were
simply told to by managers.
Consideration of Barriers to Mäori Retention
and Achievement
The lack of foundation skills was hampering
Downer EDI Works employees’ progress.
Moreover, there were issues around
paperwork completion, staff retention,
manager-worker communication, on-site
accidents, and the need for ‘re-work’. In
2006, a training needs analysis of Downer
EDI Works employees confirmed the need
for employee support in foundation skills.
Thereafter, in 2007, the intervention began –
in the form of the TeamWorks course, with its
emphasis on leadership.
CONTEXT
Programme TitleTeamWorks.
Employer and Training ProviderDowner EDI Works and The
Learning Wave1 respectively.
LocationA national programme in 28
Downer EDI Works branches.
Funding Tertiary Education Commission’s
Embedded Industry Training
Organisation Literacy and
Numeracy Project, InfraTrain2,
and Downer EDI Works.
Programme DescriptionThe programme comprised
of eight modules focusing on
leadership, communication skills,
problem-solving, task planning,
work roles, and team work.
Foundation skills were embedded
in each module. There were two
courses over two days, with six
weeks ‘coaching’ and individual
project work in between.
CASE STUDIES METHODOLOGY
Case studies were chosen based on
recommendations from State sector
agencies, and the availability/accessibility
of participants. Te Puni Kökiri liaised
with the respective providers to seek
permission to conduct on-site focus
groups, or one-to-one interviews, with:
• Mäori learners;
• Their tutor/s; and
• The provider and /or employer.
In addition, Te Puni Kökiri requested any
relevant documentation that would be
useful as background information to our
on-site visits.
Te Puni Kökiri (Ministry of Mäori Development) means a group moving forward together.
Barriers to enrolling in the TeamWorks programme included
a lack of confidence and self-belief, for example being able
to speak to groups and a ‘fear’ of paperwork. It was often a
challenge for facilitators to build up learners’ self-esteem
and confidence, especially those in lower level jobs or those
who had failed at school and felt they would never be good
enough for promotion. Such employees had low expectations
of themselves – and others of them – which led to a self-
fulfilling prophecy.
Some employees had strong reservations about coming
on the course if the paperwork component was high.
Many had developed clever ‘avoidance’ strategies, such as
getting their peers or their partners to do paperwork tasks.
They were reportedly more motivated to participate in
training if it was ‘hands-on’.
PROGRAMME DELIVERY
Responsive to Mäori Culture
A Mäori facilitator was well-placed to validate the knowledge
that learners bring from the Mäori world, as exemplified in:
Manaakitanga – Keeping intact the mana of the learners –
and expecting them to do the same with each other; showing
hospitality. In the words of the facilitator, “The backbone of
what I do lies in manaaki.”
Whakapapa – Taking the time to establish links and
connections (tutor-learner and learner-learner).
Ako – Learning something from each person in the class
and acknowledging what they bring, thus validating their
experiences and recognising that they have their own mana.
Pono – Being truthful and doing the right thing. ‘Walking the
talk’ when claiming to be a team player and a good leader, by
listening and being open to other people’s ideas.
Aroha – Caring for each other irrespective of differences,
watching out for each other.
Whakawhanaungatanga – Encouraging participants to operate
like a whänau, in the classroom and at work, with their
respective roles and responsibilities.
Tuakana-teina – Acknowledging that the less experienced
employees will learn from the older ones and the converse too.
The natural integration of te reo Mäori helped to validate
Mäori participants’ language and culture. It also helped to
convey content, for example using Mäori proverbs to succinctly
illustrate a teaching point. Some non-Mäori facilitators who
recognise the importance of whakapapa and connectedness
as a basis for building relationships with Mäori learners have
been successful in bridging the cultural gap and breaking down
barriers by relating their own genealogy.
Some branches have ‘key’ Mäori people with mana who value
learning and have been able, through their influence and their
effectiveness in relationship-building, to encourage fellow
Mäori to embrace the TeamWorks programme, instead of
resisting it. These people are instrumental for getting people on
board with training.
Providers and Tutors Are Skilled and Capable
Tutors were described as facilitators. This classification was
used to avoid the traditional stereotype of the tutor being the
source of all knowledge. The main pre-requisite for facilitator
selection was to be a good communicator, with the ability to
build relationships.
There were 11 regional facilitators, who were employees of The
Learning Wave. Each had two weeks training about the Downer
EDI Works company, unit standards, how to teach foundation
skills, and how to administer the initial pre-course assessment
tool. The facilitators had diverse backgrounds and held a range
of qualifications.
Professional development occurred through the Tertiary
Education Commission’s Learning for Living programme. Some
Shane Te Maru, Associate and Trainer for The Learning Wave.
tutors are now working towards the National Certificate in
Adult Literacy Education.
The teaching model was flexible enough to accommodate
different styles of delivery and teaching strategies. ‘Changes of
state’ in the classroom were encouraged, to maintain interest,
for example working with a visual chart, moving to aural/oral
work, and then to role play. Learner numbers were kept small –
a group of six with one facilitator. This allowed for personalised
learning and individual support.
There is flexibility in the delivery of the content. As expressed
by the tutor, “The destination is the same but the flight plan
is flexible.” As a result, he has been able to integrate stories
of different Mäori leaders to whom Mäori employees can
easily relate.
Contextualised Learning and Resources
To accommodate different learning preferences, a foundation
skills assessment was conducted for potential participants to
highlight individual areas of need. This assessment included
working with numbers, reading comprehension (using
Downer EDI Works texts), writing, critical thinking and oral
communication. The pre-course assessment resulted in an
individual learning plan being drawn up for each participant
based on the skills needed for their workplace roles. These
individual learning plans were set out in the form of individual
study, to be undertaken in the six week gap between the
first two day course and the second two day course. During
that period, varying degrees of support were provided for the
participants by way of ‘coaching’ and appraisals by superiors.
The learning is contextualised. For example, Downer EDI
Works written material is used in class so that the learning
is immediately applicable to the job. Similarly, the individual
learning plans are tailored to workplace needs, and learning
is ‘hands-on’.
RESULTS
Success is Identified and Replicated
In the final two days of the programme, a post-assessment was
conducted to measure shifts against the individual learning
plans. Feedback sessions were, ideally, co-constructed – with
the facilitator providing constructive critique, followed by both
learner and tutor working on the next learning steps.
Lessons had been learnt from previous training. Formerly, there
had been a ‘top-down’, reactive approach to employee training.
With the inception of TeamWorks came a more collaborative
approach between training provider and Downer EDI Works
staff, to ensure that the planning and content was relevant and
that employee needs were met. Moreover, best efforts were
made to match the demographics of the learner participants
with the facilitator, for example ethnicity matching.
Employer buy-in, from the CEO down, augurs well for such
training programmes. The challenge will be for employees to
sustain their newly-acquired communication skills and not
revert to old ways. Workers will be looking to management to
take a lead in this.
Programme Contributes to Improved Mäori Literacy
and Numeracy
The teaching of foundation skills, including literacy and
numeracy, is embedded into the different modules of learning
that form the TeamWorks course.
Mäori Access the Programme
The majority of participants were male, aged 30-59 (which
mirrors the construction industry profile). One third were crew
operators; others were leading hands, foremen, and supervisors.
Their average time at Downer EDI Works was 6.4 years. There
was strong representation of Mäori employees, especially in
Rotorua and Gisborne.
Skills Learnt Assist Mäori to Enter the Workforce Or Improve
Their Current Employment Position
One of the major benefits for participants was the potential
for increased income commensurate with their increased
Poutü te rangi March 2011
Te Puni Kökiri, Te Puni Kökiri House
143 Lambton Quay, PO Box 3943, Wellington, New Zealand
PHN Waea 04 819 6000 FAX Waea Whakaahua 04 819 6299
For morE inFormaTion check out our website www.tpk.govt.nz or contact us on 04 819 6000 or [email protected]
www.tpk.govt.nz
DISCLAIMER The information contained in this publication is for general information only. While every effort has been made to ensure the accuracy of the information, because the information is generalised, its accuracy cannot be guaranteed. Readers are advised to seek independent advice on particular matters and not rely on this publication. No liability is assumed by Te Puni Kökiri for any losses suffered directly or indirectly by any person relying on the information contained in this publication.
© Te Puni Kökiri
March 2011
skills/ knowledge. Moreover, they had more
confidence and self-belief to suggest solutions
to problems, identify career pathways, and
pursue further learning. Job satisfaction
was higher and participants were now more
able to tackle their own paperwork. Their
communication skills had improved, such
that they could now speak more confidently
to their work groups and bosses. In addition,
they were more ready to give others due
recognition for a job well done.
Due to improved conflict resolution skills,
teams are working more harmoniously.
Employees are able to communicate better
with the public, for example those irritated by
road works delays, and with their peers. In the
words of one longstanding employee, “We’ve
been taught different ways to communicate
with the guys, compared with what we’re used
to.” From their own experiences as learners,
employees can see the value of ‘coaching’
others to do things the right way, for example
using gloves and putting up signs before
commencing work.
Flow-on Effects
The Downer EDI Works company was
interested in there being a flow-on effect to
the community, not just the workplace. There
was significant buy-in from Downer EDI Works
management, who realised that the building of
foundation skills was critical to the success of
the business specifically, and to New Zealand’s
economy generally.
There were also ‘softer’ outcomes and flow-on
effects to other areas of life – in particular,
participating in their children’s education and
communicating more constructively with their
partner and children. One employee proudly
reported that he was now able to “... take a
deep breath, walk away from a confrontation,
and think about what to say – rather than
getting angry.” Another stated, “Me and the
missus get the book out and talk about the
tools – it’s been good for us.”
As a result of the TeamWorks programme,
there has been a positive spin-off in terms
of the Downer EDI Works company’s training
culture. Learning is now more valued and
encouraged, which is congruent with the
lifelong learning culture that Downer EDI
Works is trying to develop. In the words of
the provider, there is no longer the ethos
of employing people “from the neck down.”
Learners themselves report openness to
learning new skills – and to persevering with
new ways of working.
Ultimately, the company benefits from
enhanced performance, increased productivity,
and improved staff retention.
1 The Learning Wave is a private provider that delivers learning programmes in different organisations.
2 Industry Training Organisation for the infrastructure industries.